Objectives and competences
Student:
• presents manipulatives used in early childhood mathematics, illustrates the use of individual manipulatives and highlights their peculiarities
• argues the choice of an manipulative for a given problem situation,
• explains student-centered use of manipulatives in early learning and teaching mathematics,
• compares the pros and cons of using concrete and virtual manipulatives in early learning and teaching math.
Content (Syllabus outline)
• Perspectives of different pedagogies on mathematical manipulatives. Mathematical manipulatives in Montessori pedagogy.
• Modelling mathematical concepts. Basic concepts of mathematical modelling. Examples of modelling basic mathematical situations (number, patterns, geometrical shapes and transformations).
• Manipulatives. Types of representations. Examples of concrete and virtual manipulatives.
• Manipulatives for developing arithmetic and pre-algebraic concepts. Five and ten frame, Dienes cubes, Cuisenaire cubes, pattern blocks.
• Manipulatives for developing geometrical and measurement concepts. 3D and 2D models, instruments for measuring with constant nonstandard units.
Learning and teaching methods
• Interactive lectures,
• lab work,
• cooperative learning,
• (self)reflection,
• project work.
Intended learning outcomes - knowledge and understanding
• explains the process of modelling early mathematical concepts,
• compares different concrete materials for representing early mathematical concepts,
• gives examples of different enactive representations of early mathematical concepts,
• applies manipulatives in early mathematics learning,
• critically argues the selection and use of new technologies in the early learning and teaching of mathematics.
Intended learning outcomes - transferable/key skills and other attributes
• Communication skills: oral and written mathematical communication.
• Use of information technology: use of software tools in mathematics.
• Problem solving: ability to solve simple educational mathematical problems.
• Numeracy: solving simple numerical problems.
• Team work: designing and carrying out collaborative learning.
Readings
• Sophian, C. (2007). The Origins of Mathematical Knowledge in Childhood. NY:LEA.
• LIPOVEC, Alenka, ANTOLIN DREŠAR, Darja. Matematika v predšolskem obdobju. 1. izd. Maribor: Univerzitetna založba Univerze, 2019. VII, 152 str., ilustr. ISBN 978-961-286-236-7. ISBN 978-961-286-235-0. http://press.um.si/index.php/ump/catalog/book/379, https://www.dlib.si/stream/URN:NBN:SI:DOC-9YIVXHGM/6b7d8c70-0cfa-40df-a055-ce6c07014db9/PDF. [COBISS.SI-ID 96147201]
• Lipovec, A. in Antolin Drešar, D. (2015). V metodo usmerjen kognitivni stil reševanja problemov in učenci s specifičnimi učnimi težavami. Matematika v šoli, 21 (3/4), 26-34.
• LIPOVEC, Alenka, ANTOLIN DREŠAR, Darja. Cuisenairove paličice (rodke) - znan, neznan pripomoček v predšolski matematiki. Vzgojiteljica: revija za dobro prakso v vrtcih, mar.-apr. 2014, letn. 16, št. 2, str. 6-8, ilust. ISSN 1580-6065. [COBISS.SI- ID 20534792]
Additional information on implementation and assessment • portfolio - 40%
• project - 60%
Both parts of examination must be assessed > 50%.
